Issue link: http://digital.copcomm.com/i/477223
34 Spring 2015 | AEA Advocate Ted Anderson Scottsdale EA Mathematics/Adolescence and Young Adulthood Darci Aronson Scottsdale EA Literacy: Reading – Language Arts/ Early and Middle Childhood Diana Bode Scottsdale EA Generalist/Middle Childhood Casey Boerner Scottsdale EA Mathematics/Adolescence and Young Adulthood Danielle Brown Ft Huachuca EA Generalist/Early Childhood Kristie Chapman Tucson EA Generalist/Middle Childhood Jeff Chmielewski Phoenix UHSD CTA English as a New Language/ Early Adolescence through Young Adulthood Emily Cochran Scottsdale EA Generalist/Middle Childhood Stefanie Ewbank Alhambra District EA Literacy: Reading – Language Arts/ Early and Middle Childhood Kelley Fisher Deer Valley EA Literacy: Reading – Language Arts/ Early and Middle Childhood Carrie Garrison Cartwright EA Generalist/Middle Childhood Teresa Harfmann Phoenix UHSD CTA Exceptional Needs Specialist/ Early Childhood through Young Adulthood John Henry Phoenix UHSD CTA Career and Technical Education/ Early Adolescence through Young Adulthood Julia Herman Phoenix UHSD CTA Social Studies – History/Adolescence and Young Adulthood Kathryn Lyons Kyrene EA Exceptional Needs Specialist/ Early Childhood through Young Adulthood Amy Marlin Phoenix UHSD CTA Career and Technical Education/ Early Adolescence through Young Adulthood Karen Mccarthy Chandler EA Exceptional Needs Specialist/ Early Childhood through Young Adulthood Kimberly Ann Moran Amphitheater EA Exceptional Needs Specialist/ Early Childhood through Young Adulthood Catherine Marie Mundstock Dysart EA Literacy: Reading – Language Arts/ Early and Middle Childhood Elizabeth Nelson Lake Havasu City EA Literacy: Reading – Language Arts/ Early and Middle Childhood Joseph Olney Scottsdale EA Mathematics/Adolescence and Young Adulthood Susan Elizabeth Quinn Marana EA Literacy: Reading – Language Arts/ Early and Middle Childhood Kristine Ramos Tucson EA Exceptional Needs Specialist/ Early Childhood through Young Adulthood Gina Vullo Phoenix UHSD CTA Exceptional Needs Specialist/ Early Childhood through Young Adulthood Sarah Yurika Wehlage Dysart EA Generalist/Middle Childhood Robin Wynne Scottsdale EA Exceptional Needs Specialist/ Early Childhood through Young Adulthood 2014 AEA Members Achieving National Board Certifi cation PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT More than 4,000 Teachers Achieve National Board Certifi cation Continued from p. 17. of the statewide teaching workforce now Board certifi ed. States that experienced the largest growth in their ranks of NBCTs were Wyoming (16 percent), Washington (13 percent), and Hawaii (12 percent). North Carolina continues to lead the nation with 20,611 teachers in the state achieving Board certifi cation to date. Each of these states benefi ts from strong systems of peer support and mentoring for candidates, state and district incentives for certifi cation, and recognition of the importance of Board certifi cation from union leaders to state legislators. The vision of making Board certifi cation the norm for teachers is gaining ground across the country. Groups representing teachers and administrators in Arizona, Kentucky, New York, and Washington State, as well as in the San Francisco and Albuquerque school districts, are partnering with each other and the National Board to dramatically boost their ranks of Board-certifi ed teachers and match them to instructional leadership roles in high-need schools. Similar efforts are underway in states and districts from Maine to Mississippi, New Mexico to Wyoming, often led by networks of NBCTs that recruit and support candidates for certifi cation and advocate on behalf of effective education policy that benefi ts students. National Board Certifi cation is available in 25 certifi cate areas from Pre-K−12th grades. Research has shown that the students of NBCTs learn more than their peers in other classrooms, which is why many states and districts offer incentives for teachers to pursue Board certifi cation. The founding mission of the National Board for Professional Teaching Standards is to advance the quality of teaching and learning by: (1) maintaining high and rigorous standards for what accomplished teachers should know and be able to do; (2) providing a national voluntary system certifying teachers who meet these standards; and (3) advocating related education reforms to integrate National Board Certifi cation in American education and to capitalize on the expertise of National Board Certifi ed Teachers. Recognized as the "gold standard" in teacher certifi cation, the National Board believes higher standards for teachers, means better learning for students. To fi nd out more information about National Board Certifi cation, visit boardcertifi edteachers. org. n